Zahra Mahdavi; Irandokht Fayyaz
Volume 10, Issue 32 , July 2014, , Pages 115-137
Abstract
Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification ...
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Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification of which on the one hand and resolution of the hindrances on the other hand could lead to more effectiveness of such courses. This study therefore has two purposes: first, identifying the foregoing factors, and then, presenting a structural model of these effective factors. To this end, it is assumed that two general groups of factors, namely personal factors including sex, age, service longevity, educational background, and social factors including lesson plan, teaching in practice, teaching assessment and interpersonal relationships influence effectiveness. The necessary data were gathered from ١٨٠ teachers in the city of Badrood, province of Esfahan, who were selected using simple random sampling method. The confirmatory factor analysis technique was adopted for the purpose of testing the fit level of the model, and some hypotheses were formulated for testing the model. Research findings suggest that none of the foregoing personal factors has influenced course effectiveness whereas all social factors have had a positive impact on effectiveness.
